Active Learning Techniques with Applications to a Statistics Classroom

• Activity Number: 40
• Type: Contributed
• Date/Time: Sunday, August 9, 2015 : 2:00 PM to 3:50 PM
• Sponsor: Section on Statistical Education
• Author(s): Ashlyn Munson* and John Hutchinson and Carrie Obenland Owens and Lesa Tran and Kristi Kincaid
• Companies: and Rice University and Rice University and Rice University and Rice University
• Keywords: Active Learning ; Education ; Analysis

Abstract

Active learning methods in large science classrooms enhance opportunities for students to engage in the content and in meaningful learning. However, students can still remain anonymously silent in active learning classrooms. Previous studies have analyzed the impact of active learning on these silent students in a large science course taught via Socratic questioning and discussion "clicker" questions. The results reveal that an active learning environment encourages participation and benefits both vocal and silent students even within a large class. However, results show that the active students benefit more than the silent students. This new study investigates a technique designed to encourage those silent students to become more active in the classroom. The SCALAR course creates a classroom in which students work in groups and must participate in discussion, in addition to Socratic questioning and discussion questions. This paper analyzes data collected from the new SCALAR approach, and discusses the potential for using the approach in an introductory Statistics classroom.